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Dual Language Program 101 School District U-46 Informational Meeting 2010-2011 School Year 1.

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Presentation on theme: "Dual Language Program 101 School District U-46 Informational Meeting 2010-2011 School Year 1."— Presentation transcript:

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2 Dual Language Program 101 School District U-46 Informational Meeting School Year 1

3 This presentation has been based on:  The Two-Way Immersion Toolkit (Center for Applied Linguistics, 2005)  Center for Applied Linguistics and The Education Alliance at Brown University (2005)  Dual Language Education of New Mexico 2501 Yale Blvd. SE #303 Albuquerque, NM Office (505) Acknowledgements

4 What are the basics of Dual Language (DL) Programs? What does the research say? What do we need to do to start a DL Program? Guiding Questions 3

5 What are the basics of a dual language program? Dual Language 101 Definition Common Goals Non-negotiable Components 4

6 Dual Language Programs... Definition 5 Use two languages in two ways – Two languages are used for instruction – According to the school demographics Two groups of students are typically involved – Native English speakers or English-dominant students – Native speakers of Spanish or other “target” languages One group of students is involved - One Way – Native speakers of Spanish or other “target” languages

7 Dual Language Programs in U-46 Same Basic Principles, Different Language Groups One-Way Dual Language One Way Dual language programs are implemented in demographic contexts where only one language group is available Two-Way Dual Language Two-Way Dual Language programs have the demographics to invite English-dominant students to join their ELL peers in an integrated bilingual classroom. There should be an approximate balance of students of each language background. Spanish-speaking English Language Learners Native English speakers or English- dominant students Two-Way Dual Language Program Spanish- speaking English Language Learners One-Way Dual Language Program 6

8 Dual Language Program Goals All students will….. Be at or above grade level. Develop high levels of proficiency in their first language. Develop high levels of proficiency in a second language. Demonstrate positive cross-cultural attitudes and behaviors. 7

9 Dual Language Programs Non-negotiable components A minimum of 50% to a maximum of 90% of the daily instruction in the “target” language (e.g. Spanish, Navajo, Zuni, etc) Strict separation of languages for instruction (no translation) K – 8th grade commitment 8

10 Language Environment Outside of School & Home Blue = English Yellow= Spanish English speaking home Min. of 50% in Spanish in a DL classroom 9 9 Spanish Speaking home

11 What does the research say? 10 Providing more hours of English does NOT result in higher English achievement Little Spanish and mostly English can lead to lower Spanish AND English achievement Providing dual language program instruction leads to higher English AND Spanish achievement – Two-Way Immersion Education: Testing and Accountability (Lindholm- Leary, 2002)

12 What the research says – The Graph 11 1– Two-Way Dual Language Ed. including Content ESL 2– One-Way Dual Language Ed. including Content ESL 3– Transitional Bilingual Ed., including ESL taught through academic content 4– Transitional Bilingual Ed., including ESL, taught traditionally 5– ESL taught through academic content (no L1) 6– ESL Pullout – (no L1) taught traditionally 7– Prop 227 in California Spring 1998 – Spring 2000 (grades 2-9 in two-year cohorts ) Collier/Thomas, 2009

13 What schools will have Dual Language Programs in U-46? Century Oaks Channing Coleman Creekside Garfield Glenbrook Heritage Hilltop Hillcrest Hanover Countryside Oakhill Ontarioville Otter Creek Parkwood Ridge Circle Sheridan Sunnydale Timber Trails Washington 29 elementary schools that currently have the Transitional Bilingual Education program in Spanish: Highland Harriet Gifford Huff Illinois Park Laurel Hill Lincoln Lords Park Lowrie McKinley Nature Ridge 12

14 Dual Language Program in U-46 Program Design – 80:20 80% in Spanish 20% in English – Progression chart with the amount of the day in each language Literacy Development – Spanish Initial Literacy Development – Explicit English literacy development begins in first grade by second semester Immersion Level – Full Immersion 13

15 Amount of Day in Each Language 80:20 One/Two-Way Dual Language Program PreKK1st2 nd 3 rd 4 th 5 th 6 th 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Spanish Speaker- ELL L1L2L1L2L1L2L1L2L1L2L1L2L1L2L1L2 Native Eng./Eng dominant Speaker L2L1L2L1L2L1L2L1L2L1L2L1L2L1L2L1 L1 = Child’s 1 st Lang. L2 – Child’s 2 nd Lang. EnglishSpanish 14

16 What is U-46 implementation plan? – PreK KKKKK One-way Dual language Programs 15

17 What is U-46 implementation plan? Two-Way Dual Language Programs – KKKKKK

18 The Importance of Parental Support! Parents work with teachers and principals to encourage the development of both languages and both cultures for all children in the program - not just their own ! 17

19 Frequently Asked Questions What advantages are there for my child in a Dual Language program? Students develop high academic achievement in reading, writing & oral proficiency in two languages. Allows them to see their first language in a comparative perspective, which helps them analyze and refine their language use. Students develop positive attitudes toward themselves as learners. 18

20 Advantages for Native English Speakers and English-dominant students Students achieve at the same or higher levels in English compared to their English-only speaking peers in English-only classrooms. Students develop very positive attitudes about students of other language and cultural backgrounds. and Students develop very positive attitudes about their heritage language and cultural background. 19

21 Advantages for Spanish-speaking English Language Learners Students achieve at the same or higher levels in English than their peers enrolled in other programs. Increased sense of pride and self-esteem. – School – models of proficiency in Spanish – Home – Students develop very positive attitudes about their heritage language and cultural background and are able to continue communicating with family 20

22 What can I do as a parent to participate and support my child at home? Especially if I don’t know the language… Right environment & tools Quiet space, enough time, dictionaries in both languages Support your child’s language and literacy development in two languages Ask questions about the homework, in the language spoken at home Read books, write, and watch movies in the second language Attend cultural festivals Provide opportunities for authentic language exchanges Frequently Asked Questions 21

23 22 Some ideas on how to help….

24 Will Spanish Speaking students that qualify to receive ELL services in Spanish be able to participate in the Dual Language (DL) Program? YES – Starting in , the Dual Language Program Model will be implemented by U-46 to serve the English Language Learners of high – incidence language (Spanish) according to Illinois School Code 228. Implementation plan Frequently Asked Questions 23

25 Will native English speakers and English- dominant students be able to participate in Dual Language (DL) program? Two-Way Dual Language programs will be established at schools where there is enough interest and commitment of native English speakers or English-dominant students. A minimum of 1/3 of interested and committed native English speakers or English-dominant students per classroom is needed in order to meet the required balance of peer language models for an effective Two- Way Dual Language Program. Frequently Asked Questions 24

26 Will native English speakers and English- dominant students be able to participate in Dual Language (DL) program? (cont.) The district is looking into options: in case there is more interest and commitment than space for native English speakers or English- dominant students – Dual Language Implementation Advisory Committee 25 Frequently Asked Questions

27 What is the deadline to submit the Dual Language Interest Form? – Deadline for parents to submit the Dual Language Interest Form is Friday, January7, 2011 – Submit to principal at your child’s home school or – Fax the completed survey to Patricia Makishima at or the completed survey to 46.org Spanish speaking ELL students who are currently receiving ELL services in U-46 do not need to submit the Dual Language Interest Form 26 Frequently Asked Questions

28 What resources exist for parents of DL students? Center for Applied Linguistics – Resources include books and videos from organizations and from other Dual Language /TWI programs. Center for Advanced Research on Language Acquisition Dual Language of New Mexico (DLeNM) Other organizations with a special interest in dual language education: The National Association for Bilingual Education (NABE), 2-Way CABE (California Association for Bilingual Education) and the Illinois Resource Center. National Association for Bilingual Education2-Way CABE Illinois Resource Center For additional information and research on Dual Language programs, please visit 27

29 Ways to keep informed about Dual Language in U-46 28

30 29 Patricia Makishima Dual Language Coordinator English Language Learner’s Office ext 4279 Contact Information your questions to your questions to : Patricia Makishima Dual Language Coordinator Or


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